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Multiple questionnaires completed over the semester by 514 students enrolled in a first year psychology course reveal that
no single pattern of reliance on print, online, or in-person resources guarantees a high mark. Analyses of the reported and
measured frequency of use of various resources correlated against students’, performance on both individual assessments and
their final marks suggests that students employ a range of strategies in their use of class resources. They tend to rely on
their textbooks, Web-based lecture notes, and online quizzes, but their final marks are more strongly determined by their
university entrance scores than by their resource use strategy, their sex, or whether or not English is their first language.
The data suggest that students adapt their learning strategies to the resources available, with an apparent emphasis on learning
what will be assessed rather than exploring for understanding. Importantly, the results argue that investment in development
of educational technologies – and students’, use of educational technologies – must be informed by empirical data concerning
its impact on the efficiency and quality of learning. 相似文献
524.
Social norms and self-presentation: children's implicit and explicit intergroup attitudes 总被引:1,自引:0,他引:1
Two studies examined whether social norms and children's concern for self-presentation affect their intergroup attitudes. Study 1 examined racial intergroup attitudes and normative beliefs among children aged 6 to 16 years (n=155). Accountability (i.e., public self-focus) was experimentally manipulated, and intergroup attitudes were assessed using explicit and implicit measures. Study 2 (n = 134) replicated Study 1, focusing on national intergroup attitudes. Both studies showed that children below 10 years old were externally motivated to inhibit their in-group bias under high public self-focus. Older children were internally motivated to suppress their bias as they showed implicit but not explicit bias. Study 1, in contrast to Study 2, showed that children with low norm internalization suppressed their out-group prejudice under high public self-focus. 相似文献
525.
Adam Unwin 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1214-1222
This work concerns the professional development of UK teachers in their first year of teaching. It is interested in how the online discussions (ODs) these teachers undertook as part of the Master of Teaching contributed to this development process. The teachers worked in online tutor groups made up of teachers from different schools, phases (primary and secondary) and subjects. The data used were their accounts of participating in the ODs written towards the end of this first year of teaching and interviews with a selection of these teachers at a later stage in their career. It appeared that the learning gains of the ODs were enabled and fostered by writing for an audience of peers about their professional practice. These new teachers developed an inquiry‐centred collegiality, reflexivity and a critical engagement with wider and longer‐term educational perspectives. The research establishes that the gains from the ODs were the result of careful pedagogic design at many levels. By foregrounding the situated experiences and interests of the teachers, it allowed a “way in” for them to start to understand the complexities, dilemmas and strategies within their own and others' professional practice. 相似文献
526.
Differential Third‐Grade Outcomes Associated With Attending Publicly Funded Preschool Programs for Low‐Income Latino Children 下载免费PDF全文
Arya Ansari Michael Lόpez Louis Manfra Charles Bleiker Laura H. B. Dinehart Suzanne C. Hartman Adam Winsler 《Child development》2017,88(5):1743-1756
This study examined the third‐grade outcomes of 11,902 low‐income Latino children who experienced public school pre‐K or child care via subsidies (center‐based care) at age 4 in Miami‐Dade County, Florida. Regression and propensity score analyses revealed that children who experienced public school pre‐K earned higher scores on standardized assessments of math and reading in third grade and had higher grade point averages than those who attended center‐based care 4 years earlier. The sustained associations between public school pre‐K (vs. center‐based care) and third‐grade outcomes were mediated by children's kindergarten entry preacademic and social–behavioral skills, and among English‐language learners, English proficiency. Implications for investing in early childhood programs to assist with the school readiness of young Latino children in poverty are discussed. 相似文献
527.
Jennifer M. Clegg Nicole J. Wen Paige H. DeBaylo Adam Alcott Elena C. Keltner Cristine H. Legare 《Child development》2021,92(1):e56-e75
Teaching supports the high-fidelity transmission of knowledge and skills. This study examined similarities and differences in caregiver teaching practices in the United States and Vanuatu (N = 125 caregiver and 3- to 8-year-old child pairs) during a collaborative problem-solving task. Caregivers used diverse verbal and nonverbal teaching practices and adjusted their behaviors in response to task difficulty and child age in both populations. U.S. caregivers used practices consistent with a direct active teaching style typical of formal education, including guiding children’s participation, frequent praise, and facilitation. In contrast, Ni-Vanuatu caregivers used practices associated with informal education and divided tasks with children based on difficulty. The implications of these findings for claims about the universality and diversity of caregiver teaching are discussed. 相似文献
528.
Elena L. Grigorenko Adam Naples Joseph Chang Christina Romano Damaris Ngorosho Selemani Kungulilo Matthew Jukes Donald Bundy 《Reading and writing》2007,20(1-2):27-49
A sample of Swahili-speaking probands with reading difficulties was identified from a large representative sample of 1,500
school children in the rural areas of Tanzania. Families of these probands (n = 88) were invited to participate in the study. The proband and his/her siblings received a battery of reading-related tasks
and performance on these tasks was recorded and treated as phenotypic data. Molecular-genetic analyses were carried out with
47 highly polymorphic markers spanning three previously identified regions of interest harboring susceptibility loci for reading
difficulties: 2p, 6p, and 15q (DYX1–DYX3). The analyses revealed the involvement of these regions in the development of reading
difficulties in Swahili. The linkage signals are especially pronounced for time (compared with error) indicators of reading
difficulties. These findings are easily interpretable because in transparent languages such as Swahili deficits in reading
are more related to the rate/speed of reading and reading-related processes than to the number of errors made. In short, the
study incrementally advances the field by adding an understudied language and an understudied population to the variety of
languages and populations in the field of molecular-genetic studies of reading difficulties. 相似文献
529.
U.S. national data show that American Indians earn lower math and science scores than other ethnic/racial groups. In the current study, a brief, self-affirmation intervention was aimed at increasing science motivational beliefs in American Indian middle school students (n?=?212, Mage?=?12.7 years). Students, each read a biography of a successful scientist who was matched to them on both ethnicity and gender; ethnicity but not gender; gender but not ethnicity; or no match. Students then wrote a short essay describing traits they shared with the scientist. Pre- and post-intervention science self-efficacy, individual interest, and goal orientations were measured to assess intervention efficacy immediately following the intervention and one week later. Results revealed no benefits of the intervention in increasing motivational beliefs for students in any experimental condition. We discuss the fragile fidelity of self-affirmation interventions and conditions that might be necessary for intervention success. 相似文献
530.